Affiliation, autonomy and Assessment for Learning

Assessment for Learning (AfL) is an international assessment area of interest, yet, during 20 years of AfL research, the desired outcome of increased learner autonomy remains elusive. This article analyses AfL practices in classrooms as students negotiated identities as autonomous learners within a classroom community of practice. A sociocultural theoretical framework informed the analysis of three case studies conducted in Queensland middle school classrooms. Key findings include the importance of the teacher–student relationship, viewing AfL as patterns of participation that develop expertise, and learner autonomy as a negotiated learner identity within each classroom context.

[1]  P. Brown,et al.  The Changing Discourse of Assessment Policy: The Case of English Primary Education , 2006 .

[2]  T. V. Leeuwen.  Legitimation in discourse and communication , 2007 .

[3]  B. Rogoff.  Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship , 1995 .

[4]  Wynne Harlen,et al.  Testing, motivation and learning , 2002 .

[5]  D. Prozesky,et al.  Assessment of Learning , 2020, The SAGE Encyclopedia of Higher Education.

[6]  D. Royce Sadler,et al.  Perils in the meticulous specification of goals and assessment criteria , 2007 .

[7]  C. Ratner.  Agency and Culture , 2000 .

[8]  P. Black,et al.  Lessons from around the world: how policies, politics and cultures constrain and afford assessment practices , 2005 .

[9]  P. Black,et al.  Assessment and Classroom Learning , 1998 .

[10]  B. Rogoff,et al.  Voices of the Mind: A Sociocultural Approach to Mediated Action , 1992 .

[11]  Mary James,et al.  Beyond method: assessment and learning practices and values , 2006 .

[12]  Patricia Broadfoot,et al.  Education, Assessment, And Society , 1996 .

[13]  Philippe Perrenoud,et al.  From Formative Evaluation to a Controlled Regulation of Learning Processes. Towards a wider conceptual field , 1998 .

[14]  D. Sadler,et al.  Formative Assessment: revisiting the territory , 1998 .

[15]  Harry Torrance.  Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning. 1 , 2007 .

[16]  Kathryn Ecclestone,et al.  Learning Autonomy in Post-16 Education: The Policy and Practice of Formative Assessment , 2003 .

[17]  Caroline Gipps,et al.  Sociocultural Perspectives on Assessment , 2008 .

[18]  G. Masters.  A Shared Challenge: Improving Literacy, Numeracy and Science Learning in Queensland Primary Schools , 2009 .

[19]  D. Little,et al.  Autonomy in language learning : Some theoretical and practical considerations , 2002 .

[20]  Louise Hayward,et al.  The journey so far: assessment for learning in Scotland , 2005 .

[21]  L. S. Vygotskiĭ,et al.  Mind in society : the development of higher psychological processes , 1978 .

[22]  J. Dewey.  Democracy and education : an introduction to the philosophy of education , 1961 .

[23]  Valerie J. Janesick.  The dance of qualitative research design: Metaphor, methodolatry, and meaning. , 1994 .

[24]  J. Gee.  Identity as an analytic lens for research in education , 2000 .

[25]  Gavin T. L. Brown.  Teachers' conceptions of assessment: implications for policy and professional development , 2004 .

[26]  M. Scriven.  The methodology of evaluation , 1966 .

[27]  Val Klenowski,et al.  Assessment for Learning revisited: an Asia-Pacific perspective , 2009 .

[28]  E. Wenger.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[29]  J. Wertsch.  Voices of the Mind: A Sociocultural Approach to Mediated Action , 1992 .

[30]  K. Tobin.  Collaborating with Students to Produce Success in Science. , 2007 .

[31]  David Carless,et al.  Conceptualizing pre‐emptive formative assessment , 2007 .

[32]  William B. Borgers.  DEMOCRACY AND EDUCATION. , 1919 .

[33]  Bronwen Cowie.  Student commentary on classroom assessment in science: a sociocultural interpretation , 2005 .

[34]  Bethan Marshall,et al.  How teachers engage with Assessment for Learning: lessons from the classroom , 2006 .

[35]  R. Stake.  The art of case study research , 1995 .

[36]  A. Filer,et al.  Assessment : social practice and social product , 2000 .

[37]  P. Black,et al.  Developing the theory of formative assessment , 2009 .

[38]  Etienne Wenger,et al.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[39]  A. Sfard.  On Two Metaphors for Learning and the Dangers of Choosing Just One , 1998 .

[40]  Pierre Bourdieu,et al.  Reproduction in education, society and culture, 2nd ed. , 1990 .

[41]  G. Winship.  Case Study Research in Practice , 2010 .

[42]  B. Rogoff.  Apprenticeship in Thinking: Cognitive Development in Social Context , 1990 .

[43]  Barbara Crossouard,et al.  A socio‐cultural theorisation of formative assessment , 2008 .

[44]  Patricia Broadfoot,et al.  Education, assessment, and society : a sociological analysis , 1996 .

[45]  L. Connelly.  Grounded theory. , 2013, Medsurg nursing : official journal of the Academy of Medical-Surgical Nurses.

[46]  C. Gipps.  Beyond Testing: Towards a Theory of Educational Assessment , 1994 .

[47]  Geoff Munns,et al.  Student engagement and student self‐assessment: the REAL framework , 2006 .

[48]  Ian Gathercole.  Autonomy in Language Learning. , 1990 .

[49]  B. Crossouard.  Using formative assessment to support complex learning in conditions of social adversity , 2011 .

[50]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[51]  Claire Wyatt-Smith,et al.  Curriculum Literacies: Expanding domains of assessment , 2003 .

[52]  Geoff Munns,et al.  Student Engagement and the Social Relations of Pedagogy , 2002 .

[53]  Sally Brown,et al.  Assessment for Learning , 2005 .

[54]  P. Bourdieu,et al.  Reproduction in education, society and culture , 1970 .

[55]  D. Wood.  Self-theories: Their Role in Motivation, Personality and Development. By Carol S. Dweck. Psychology Press, Hove, 1999. pp. 195. £29.95 (hb). , 2000 .